Doctor of Philosophy, University of Toledo, 2023, Higher Education

The purpose of this study was to explore the extent that contingent faculty from Michigan's 15 public universities engage with on and off-campus professional development (PD) to improve their teaching practice. Addressing a spectrum of research questions, this study utilized an explanatory sequential mixed-methods approach, combining quantitative surveys and qualitative interviews, to provide a nuanced understanding of the experiences and motivations of contingent faculty members. The initial quantitative phase surveyed 4,745 contingent faculty members through a web- based survey, exploring the availability of on and off-campus PD offerings and the factors influencing their participation. The subsequent qualitative phase was conducted through ten Zoom interviews with contingent faculty from nine universities. This phase delved into the various PD resources utilized by contingent faculty and the underlying motivations driving their engagement. The on-campus exploration revealed the prevalence of in-person seminars and computer-based training from Centers for Teaching and Learning (CTLs), that aligned with broader institutional trends. However, faculty interviews exposed discontent rooted in CTL unfulfilled promises, insufficient communication, and a perceived emphasis on theory over practical application. Contingent faculty expressed a strong desire for peer interactions, mentorship, and discipline-specific development, emphasizing the importance of immediately applicable knowledge. The study further explored on-campus factors influencing contingent faculty. Transitioning to off-campus PD, the study uncovered a significant commitment to continuous learning among contingent faculty. Engagement in live in-person seminars, conferences, social media, and internet resources emerged as critical elements in their professional growth. Notably, the unexpected involvement with artificial intelligence (AI) in discussions around lesson planning and academic integrity reflec (open full item for complete abstract)

Doctor of Philosophy, Case Western Reserve University, 2020, Management

Previous service innovation research has predominantly focused either on outcomes and typologies of service innovation or on the service innovation process itself. Little work explores service-innovation antecedents such as managers' behaviors or firm capabilities. This work helps fill this research gap. Specifically, this research explores how organizational-level factors help facilitate stewardship and thus drive service innovation capabilities. Stewardship is key in service-dominant logic as the value proposition is a promise not only about 'what' but also about 'how' the firm, the customer, and other parties co-create value on the basis of the value proposition, with the help of resources, providing a link between the behaviors, activities, and outcomes. To fill the research gap in service-innovation antecedents, the aim of this study is to examine stewardship as an operant resource in service-innovation antecedents and its effects that support and/or constrain the action of other operant resources such as service innovation capabilities under S-D logic. I use a mixed-methods approach to first understand (Study 1) what aids service innovation leading then to measure (Study 2 and Study 3) how and to what extent the role of stewardship as an operant resource affects other operant resources such as service innovation behavior, service innovation ideation, service innovation strategy development, and the utilization of the voice of the customer. My results suggest that the construct of stewardship has a positive impact on S-D logic's operant resources. My research findings explain the granularity of stewardship in S-D logic, with broader implications for service innovation.

PHD, Kent State University, 2007, College of Arts and Sciences / Department of Psychological Sciences

This dissertation investigated the role of social and personal resources in the development of depression and post traumatic stress disorder (PTSD) in women with histories of child abuse. I hypothesized that child abuse (CA) will be associated with decreased social (e.g., high social support, low social conflict) and personal (e.g., self-efficacy, self esteem) resources in adulthood, which in turn, would increase risk for current depression and PTSD symptoms. Participants were inner-city women (N = 650) recruited from two clinics in Akron, OH. CA significantly predicted PTSD, and decreased social and personal resources, but did not predict depression. Social resources, but not personal resources directly predicted PTSD and depression. Social resources significantly mediated the CA-PTSD and CA-depression relationships. Personal resources impacted depression and PTSD only through their significant relationship with social resources. Ethnic differences on these models were also observed. Depression and PTSD were also found to mediate the association between CA and resources, in reversed models. Overall, results suggest a bidirectional relationship between resources and psychopathology, which may be mutually reinforcing and cyclically related over time. Implications for interventions are discussed.

Doctor of Philosophy, The Ohio State University, 2020, EDU Teaching and Learning

The goal of this qualitative study was to better understand what guides middle-school mathematics teachers' colloquial evaluation (CE) of digital mathematics resources and to explore how the introduction of the EDCITE evaluation rubric, more recently published as the Digital Content Evaluation Rubric (DCER; Gallant & Luthy, 2020) influenced said evaluations. This study is based on the year-long professional development (PD), Algebra Ready, intended to help develop teachers TPACK through the use of digital resources, digital resource evaluation, and the implementation of technology, but also to better prepare their middle-school students for the transition to algebra by having teachers explore mathematical activities and student work. Participants included 33 middle-school mathematics teachers, coaches, and intervention specialists. Teachers explored digital mathematics resources and responded to informal prompts to judge the quality of the resource (CE), which served as the data source for this study. These CEs were explored qualitatively through multiple lenses—emergent, TPACK, magnitude, and the EDCITE evaluation rubric framework. Qualitative results were then quantified to provide further insight into findings. Emergent findings showed that the digital mathematics resources' attributes of usability, student feedback, implementation, accuracy, and affect were the most frequently cited characteristics. With respect to TPACK, more than one-third of all comments aligned to pedagogical constructs, followed by pedagogical content and technology. The other T-related fields contributed very little to the overall number of CE comments. This is akin to the findings when coding with respect to the EDCITE evaluation rubric in which pedagogy was the most frequently cited dimension. Most surprisingly, however, was the lack of attention paid towards the alignment of the digital mathematics resource to standards which is in conflict with previous findings. When (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2019, EDU Teaching and Learning

The largest population of second language learners in educational settings in the United States is adolescents. Adolescent immigrant students, the focus of the current study, have had at least some education in another country and know a language other than English. They also have experiences and an identity associated with their native country. As such, they may encounter a number of challenges as they attempt to navigate the new social and educational settings in the U.S. An important issue for anyone facing challenging conditions is the resources available to them and that they choose to use to cope with the demands they face. However, little research has explored the use of resources during the movement across different cultures, languages, and educational settings, and in response to both personal and academic needs. This study examined a Korean immigrant high school student, Sooji, with respect to her strategic use of in- and out-of-school resources in the movement between her personal and academic lives. I employed an ethnographic, longitudinal single-case study design in a Midwestern city in the U.S. for one year and looked closely at her personal and academic lives as well as her movement across those lives. Multiple sources of data were collected and then analyzed inductively, with a particular interest in 1) the kinds of in- and out-of-school resources Sooji used in the movement between her personal and academic lives, 2) the notable features of her use of resources as she moved across her personal and academic lives, and 3) the factors that influenced her use of in- and out-of-school resources within her personal and academic lives. The findings revealed that Sooji had various personal and academic problems and issues, often related to her immigrant student status, and she drew upon a wide array of resources to resolve them as she navigated across her academic and personal lives. The kinds of in-school resources she used for her personal life include (open full item for complete abstract)

Doctor of Business Administration, Cleveland State University, 2017, Monte Ahuja College of Business

This theoretical and empirical study of Global Talent Management (GTM) analyzes the four major theory and practice gaps of GTM as identified in the literature. It proposes three operationalizations of GTM and empirically analyzes their impact on perceived firm performance. A thorough literature review provides the framework for the operationalizations of GTM. The empirical analysis includes a replication of six scales using a sample of Talent from firms using GTM systems. These scales represent the constructs of the three operationalizations of GTM. Then a series of multiple regression equations analyze the impact of the operationalizations of GTM on perceived firm performance and perceived hiring practices. The scales are all replicated except for one, thus contributing to the literature. In addition, support for the impact of GTM on perceived firm performance is found. The result is theoretical and empirical support for the impact of GTM on perceived firm performance for a sample of 369 talented individuals in firms using GTM systems.

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Doctor of Philosophy, The Ohio State University, 1962, Graduate School

Doctor of Philosophy, The Ohio State University, 1963, Graduate School

Doctor of Philosophy, The Ohio State University, 2004, Family Resource Management

The role of shocks to household resources in affecting retirement transitions among older employees was analyzed using data from the Health and Retirement Study (HRS). The transitions of reverse retirement and partial retirement were of particular interest. The objectives of the study were: (1) To explore how shocks, or unexpected changes to financial and human resources, affect retirement transitions, and (2) To explore the relative importance of shocks in making retirement transitions. The study sample consisted of 2,514 HRS respondents, born between 1926 and 1938, who changed employment status between 1998 and 2000 or between 2000 and 2002. A multinomial Logit model was used in order to make comparisons among the four retirement transition groups. The empirical model included institutional variables and demographic and environmental control variables. The results suggest that just as the paths to retirement are diverse and complex, so are their determinants. Shocks to financial resources had the largest effects on reverse retirement transitions. Shocks to human resources, including family structure and health, affected all retirement transitions. Institutional variables had the largest marginal effects on partial retirement. As expected, positive shocks to assets decreased the odds of reverse retirement, and negative income shocks had larger marginal effects on retirement transitions than positive income shocks. However, positive asset shocks had larger marginal effects on retirement transitions than negative asset shocks. The partial retirement group was distinguished from the reverse retirement group in terms of financial shock impacts; for members of the partial retirement group, rather than shocks to resources, institutional supports were key determinants. Fewer significant effects on the odds of partial retirement over traditional retirement were found, and the effects were smaller than those for reverse retirement and retirement from part-time employment in (open full item for complete abstract)

Master of Science, Miami University, 2012, Zoology

Conservation practices, such as retaining forest habitat or planting field margins with flowering perennials, may enhance the abundance and diversity of beneficial insects by providing essential supplementary and complementary resources. The availability of resources influences the movements and distributions of beneficial insects across boundaries between crops and natural areas. In this study, I studied how crop and field-margin resources change the diversity and abundance of beneficial insects. Using experimental arrays of forage crops and field-margin strips planted along forest edges, I manipulated the resource quality of both forage crops and field margins. Combinations of field and margin plantings supported predictions from one or more hypotheses, but insect richness and abundance were generally higher in forage crops with higher habitat quality. My findings suggest that a greater understanding of the mechanisms driving consumer-resource interactions across natural habitat–crop boundaries is needed to guide conservation practices and enhance ecosystem services.

Ph.D., Antioch University, 2025, Leadership and Change

Arena Stage was founded in 1950 in Washington, DC, by Zelda Fichandler, Tom Fichandler, and Edward Mangum. Today, Arena Stage serves a diverse annual audience of more than 300,000 people. It is the largest theater company dedicated to American plays and playwrights in the country. This study presents a single intrinsic historical case study of Arena Stage to examine the internal organizational structure and leadership dynamics that guided the theater through seven decades of turbulent American history. Arena Stage has provided world-class programming while the nation was grappling with the Vietnam War (1950–1975), Brown v. Board of Education (1954), political assassinations (e.g., John F. Kennedy, Martin Luther King, and Robert Kennedy, 1963–1968), the World Trade Center terrorist attack (2001), the election of the first Black president (2008), subsequent elections bombarded with election deniers and acts of insurrection (2021), the impeachment trials of sitting presidents Bill Clinton (1998) and Donald Trump (2019 and 2021), and the global COVID-19 pandemic that closed all theaters from 2020 to 2023. That Arena Stage survived is not in question; this dissertation aims to determine how it survived while many theaters were forced to close. Assumptions about Arena Stage's success include strong leadership, artistic vision, community involvement, physical expansion, and awards received. Perhaps a combination of these factors creates success. This study sought evidence of success factors, termed as touchpoints. Are some factors necessary, while others are not? The results can provide an argument for what works, depending on similar demographics. This is important when understanding theaters' impact on social, political, cultural, and economic concerns. When nonprofit arts and culture organizations generate $151 billion annually in economic activity, it is worth noting how this happens. This dissertation is available in open access at AURA: Antioch University Repository (open full item for complete abstract)

Master of Arts, The Ohio State University, 1950, Graduate School

Master of Arts, The Ohio State University, 1923, Graduate School

Master of Arts, The Ohio State University, 1961, Graduate School

Master of Arts, The Ohio State University, 1950, Graduate School

Master of Arts, The Ohio State University, 1961, Graduate School

Master of Science, The Ohio State University, 2007, Graduate School

Master of Arts, The Ohio State University, 1963, Graduate School

Doctor of Philosophy, University of Akron, 2024, Counseling Psychology

Health service psychology (HSP) students are at a high risk of burnout and physical and mental health problems (El-Ghoroury et al., 2011; Rummell, 2015). Research has begun to explore environmental factors within training programs that cause or prevent burnout (e.g., Kovach Clark et al., 2009; Swords & Ellis, 2017). Using the Job Demands-Resources (JD-R) model of burnout (Bakker & Demerouti, 2017; Demerouti et al., 2001), the present study assessed the relationships between demands, resources, and burnout symptoms in a sample of HSP doctoral students. Structural equation modeling was used to test the JD-R model and compare the relative contributions of perceived workload, weekly work hours, sense of community, work environment, and relationships with academic advisors and clinical supervisors to students' symptoms of exhaustion and disengagement. Analyses of variance were used to explore demographic group differences to better understand the experiences of diverse students, especially those with minoritized identities. Participants reported high levels of burnout symptoms, especially exhaustion. The hypothesized JD-R model, which contains unique and separate pathways representing the processes by which job demands sap energy and job resources promote engagement, did not yield interpretable parameters and thus was not a good fit to the data. However, an alternative model containing additional pathways between job demands and resources and burnout symptoms fit the data well and collectively predicted about half (50.8%) the variance in exhaustion and about a third (31.8%) of the variance in disengagement. The results demonstrated HSP doctoral students' experiences of burnout are highly linked to environmental factors. High demands impair students' health and create exhaustion, while lacking resources impair motivation and create disengagement. Perceived workload, sense of community, and the work environment had the largest effects on burnout sym (open full item for complete abstract)